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means that when a person makes a dialogue with another person, the other person can give respond well without difficulty.
3. Comprehension
Comprehensibility denotes the ability of understanding the speakers’ intension
and general meaning Heaton, 1991:35. It means that if a person can answer or express well and correctly, it shows that shehe comprehends or understand
well Putria, 2011:14.
From the two different definitions above, the researcher used the oral ability scale proposed by Heaton. It is because the study proposed by Heaton 1991
is simple. The three aspects proposed by Heaton’s have already covered the five aspects in Welty’s study.
2.1.1 Types of speaking
There are many kinds of speaking that students might use in their life activity. Brown 2001:250 says that much of our language teaching is devoted to
instruction in mastering English conversation. Brown classifies the type of oral language in two parts, monologue and dialogue. Monologue is divided in
two parts planned and unplanned. Dialogue is divided in two parts interpersonal and transactional.
Monologue
Planned Unplanned
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The first is monologue. Monologue means that when one speaker uses spoken language, as in speeches, lectures’ readings, new broadcast, and the like, the
hearer must process long stretches of speech without interrupting —the stream
of speech will go on whether or not the hearer comprehends. In planned, as it opposed to unplanned, monologue differs considerably in their discourse
structures Harris, 1969:81. For the example there are 5 kinds of monologue, they are narrative, recount, procedure, descriptive and report. Planned
monologue means that the students speak and telling something by writing the text before, while unplanned monologue means that the learners tell about
something spontaneously or they have already known about the story before.
The example below is one of the examples of monologue with topic past activity.
Student 1: Hello, good morning my friends. Here, I want to tell you about my vacation last week. Last vacation, my boyfriend and I went to
Ancol. We went to Ancol to see the Sea World. We went at 9 a.m. from my house by taxi. On the way, we bought Aqua and snacks at
Indomart. In Ancol, first we went to the Sea World. There was much kind of fish we saw. We were sometimes afraid of seeing very
big fish. At 4 o’clock, we went home. The trip was tiring, but my boyfriend and I enjoyed the trip very much.
Dialogue
Interpersonal Transactional
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The second is dialogue. Dialogue involves two or more speakers and can be subdivided into those exchanges that promote social relationship
interpersonal and those for which the purpose to convey proportional or factual information transactional. Transactional dialogue, which is carried
out for the purpose of conveying or exchanging specific information is an extended from of responsive language.
The example of dialogue is below with topic accepting and refusing an offer. Angga : Good morning, could I speak with Annisa please?
Annisa : Yes, I am Annisa. Angga : Oh, Hi Annisa. This is Angga. Are you busy tonight? I mean..
Would you like to come to my house tonight? Annisa : What is the occasion?
Angga : Well, my mom is cooking Rendang. You said that you would like to try West Sumatra food.
Annisa : Yes. What time do you want me to come? Angga : A
t seven o’clock. Annisa : Thank you. See you tonight, Angga.
From the explanation above, the researcher comes to the consideration that dialogue is the best type of speaking that will be analyzed in this research.
Because speaking by using dialogue type students can communicate in front of the class with herhis partner
and it also can build students’ confidence speaking in front of many people.
2.2 Concept of Learning Strategies
English is one of the main subjects that should be taught to the students since it is the international language that people should use as a means of
communication. The students have difficulties in English both oral and written
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form. Many approaches have been introduced in developing students’ English proficiency in order to motivate students in learning English. But those
approaches are not enough in mastering English. Students should have the effective strategies that can make them learn the language more effectively.
In real definition, “strategy” is often used in military which means preparation and management of troops in order to reach victory in fighting. Meanwhile, in
teaching learning process, strategy can be defined as learner’s actions to reach the learning goal. The use of language learning strategies significantly predicts
success on learning English. Setiyadi 2011:45 says that teachers should introduce learning strategies to their students and provide opportunity for their
students to implement the strategies which have been proved to be more effective than other strategies. Learning is the conscious process used by the
learners to achieve the objectives, while learning strategy is the steps taken by language learners to enhance any aspect of their language.
To achieve the target of learning, the students should have the learning strategies. Chamot 2004:14-26 defines learning strategies is the conscious
thoughts and actions that students take in order to achieve a learning goal. Oxford 1990: 8 defines learning strategies as “specific actions taken by the
learner to make learning easier, faster, more enjoyable, more self-directed and more transferable to new situations.” She suggests that language learning
strategies have the following features: a. contribute to the main goal, communicative competence.
b. allow learners to become more self-directed.
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c. expand the role of teachers. d. are problem-oriented.
e. are specific actions taken by the learner. f. involve many aspects of the learner, not just the cognitive.
g. support learning both directly and indirectly f. are always observable.
g. are often conscious. h. can be taught.
i. are flexible.
j.
are influenced by a variety of factors.
Concerning to Oxford’s definition 1990a, learning strategies refer to conscious activities since students seem to be aware what actions or steps they
are taking to enhance their learning process to acquire another language. The definition implies that learning strategies are conscious activities because
students are learning a language while they are conscious of the process. Leaning strategy is the thoughts and actions that students use to accomplish a
learning goal. The thoughts and actions are expected to develop competence in the target language.
In addition, Hosenfeld and Wenden 1987:71 describe some steps in defining a learning strategy, they are:
1. Learners can choose how to use resources. 2. Learners prioritize the aspect of language that they want to learn.
3. By choosing and uprioritizing, learners set their own learning goals.
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4. Learners may plan what their learning strategies should be and change them if they are not successful.
By identifying learning strategies, students use in speaking and identifying the strategies that make them learn speaking more successfully, it is expected that
teacher will provide students with situation that encourages their students to use the effectiveness strategies.
2.2.1 Factors that influencing the Learner’s use of Learning Strategies
There are some factors that influenced the learners’ learning strategy. Oxford
1990 in Sabuncouglo’s study 2011 synthesized existing research on how the following factors influence the choice of strategies used among students
learning a second language.
1. Motivation
